This presentation describes a study which explored tutors’ dialogic stance in seminar interaction. Seminars are a ubiquitous part of UK higher education, and despite the body of research which has explored interaction in seminar events, there is little study of the “other forces” (Boyd and Markarian, 2011, p. 518) which shape the dialogic interaction in the seminar.
This study examined how university tutors valued dialogic interaction in their seminars. Specifically, the research questions were:
- What values towards dialogic interaction do tutors reveal in reflections on practice?
- What tensions do tutors experience in supporting dialogic interaction?
Data was gathered from audio recordings of six seminars from different disciplines and stimulated recall interviews with the tutors in which they were played sections of their seminar with the accompanying transcript and asked to reflect on the interaction. The data from the stimulated recall interviews was analysed with reference to Lefstein’s (2010) framework of dialogue as interactional structure, as cognitive activity, and as relations.
As would be expected, the reflective accounts revealed different orientations towards dialogue. However, accounts also revealed how tutors managed dialogic tensions between values, contextual constraints and disciplinary aims. This presentation will discuss these tensions and suggest possible reasons and implications.
The presentation will also address the affordances of data-led tutor reflection on classroom practice as an effective way to raise awareness of talk in seminars and ultimately engage higher education teachers in talking about talk.
Boyd, M. P. and Markarian, W. C. (2011). Dialogic teaching: Talk in service of a dialogic stance. Language and Education, 25(6), 515-534.
Lefstein, A. (2010). More helpful as problem than solution: Some implications of situating dialogue in classrooms. In K. Littleton and C. Howe (Eds.) Educational dialogues: Understanding and promoting productive interaction (pp. 170–191). Abingdon, UK: Routledge.
Dr Marion Heron worked for many years in Turkey and the United Arab Emirates and has recently returned to the UK as Senior Lecturer in Higher Education at University of Surrey. She works with lecturers from across the university on developing teaching skills, and has responsibility for the Surrey’s HEA Fellowship scheme. She has an EdD from the University of Bath. Marion researches in the areas of classroom talk, classroom interaction and oracy skills in higher education contexts.
Who should attend
Research staff and postgraduate students
Wheelchair access and hearing loop are available at the venue.